Analysis of a Learning Model Applied to an Engineering Course

摘要

A three phase learning model was applied to an Introduction to Digital Logic course at Vanderbilt University in the Spring of 2004. The three phases included administering preassessment inventories, facilitating collaborative exercises, and evaluating the learning experiences of the students. The first and final phases were applied to all students in the Introduction to Digital Logic course. The second phase was applied to selected sections of the course. In the initial phase, students in all sections of the course were administered the Index of Learning Styles Questionnaire, a Myers-Briggs Type Indicator, and a laboratory experiences survey. In the second phase of the learning model, the students in the selected sections participated in weekly learning sessions. The weekly learning sessions provided students with practice problem sets and a structured environment to collaboratively practice problems and discuss Introduction to Digital Logic concepts. The final phase of the learning model evaluated the performance of students in both environments. A statistical analysis of each phase was completed. A statistical correlation between the performance of the participants in the second phase and that of all other students was formulated. This research study examined students’ learning style preferences, problem solving performance, gender, ethnicity, geographical backgrounds, confidence in performing course objectives, course performance, and overall performance.